Grade 6: Module 4: Unit 1: Lesson 3 Tracing a Speaker s Argument: John Stossel DDT Video
|
|
- Cecil Johnson
- 6 years ago
- Views:
Transcription
1 Grade 6: Module 4: Unit 1: Lesson 3 Tracing a Speaker s Argument: John Stossel DDT Video This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.
2 Tracing a Speaker s Argument: John Stossel DDT Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can outline a speaker s argument and specific claims. (SL.6.3) I can determine whether a speaker s argument is supported by reasons and evidence or not. (SL.6.3) Supporting Learning Targets I can identify the argument and specific claims in a video about DDT. I can determine the evidence used to support the argument and claims in a video about DDT. Ongoing Assessment Learning from Frightful s Perspective: Chapter 3 (from homework) Frightful s Relationships: Excerpts from Chapter 3 Tracing an Argument graphic organizer Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
3 Tracing a Speaker s Argument: John Stossel DDT Agenda 1. Opening A. Engaging the Reader: Learning from Frightful s Perspective (10 minutes) B. Unpacking Learning Targets (3 minutes) 2. Work Time A. Notice and Wonder: First Viewing of John Stossel DDT Video (10 minutes) B. Tracing an Argument: Second Viewing of John Stossel DDT Video (15 minutes) 3. Closing and Assessment A. Exit Ticket: Independently Identifying a Claim and Evidence (7 minutes) 4. Homework A. Read Chapter 4, The Wilderness Tests the Eyases Complete Learning from Frightful s Perspective: Chapter 4. Teaching Notes This lesson is the first in a series of lessons in which students identify an author s or speaker s argument and claims they make that are supported with evidence. This lesson uses the Jigsaw protocol (see Appendix) that will be used throughout the module. Students collaborate with peers to promote student engagement and learn about peregrine falcons. In Opening Part A, students work in triads to discuss homework. Later, they transition to groups of four to explore how relationships affect survival. In triads, students routinely share responses to the daily focus question from Learning from Frightful s Perspective. They also build new vocabulary by sharing and defining words added to the Words I Found Difficult section. As in previous modules, this lesson involves the total participation technique of cold calling on students. The teacher uses cold call for students to share responses to the focus question with the whole class. The lesson gives students an opportunity to practice tracing an argument first with partners and then independently. Collecting the graphic organizer provides a formative assessment of the understanding of the learning targets. These skills will be practiced in future lessons with an article. Note that in the mid-unit assessment, students will watch a video and fill in a Tracing an Argument graphic organizer. Students need to practice these skills. If time permits, allow them more practice. Please bear in mind that Youtube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. While some lessons include these links as the most efficient means to view content in preparation for the lesson, be sure to preview links, and/or use a filter service, such as for actually viewing these links in the classroom. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
4 Tracing a Speaker s Argument: John Stossel DDT Agenda Teaching Notes (continued) Consider how to put students in groups of four for the discussion of quotes activity in the opening, though a model of how to do this is provided in the lesson. Today s lesson asks students to move from novel triads to groups of four. Careful attention should be given to preview with students what moving to groups of four looks like. Cut quotes into strips from Frightful s Relationships: Excerpts from Chapter 3 (see supporting materials). Preview the John Stossel DDT video to find the argument, claims, and evidence. Note that students watch this video twice. During the second viewing, be prepared to pause at the designated spots. Prepare necessary technology. Post: Learning targets. Lesson Vocabulary gist, argument, claim, evidence; DDT, malaria, typhus, leukemia, myth, residue, chemical, ban, environmentalist, insecticide, World Malaria Day (video) Materials Frightful s Mountain (book; one per student) Peregrine Falcon Facts anchor chart (from Lesson 2) Frightful s Relationships: Excerpts from Chapter 3 (for triads; see Teaching Notes) Document camera Notice and Wonder graphic organizer: John Stossel video (one per student) John Stossel DDT video Tracing an Argument graphic organizer (one per student) Learning from Frightful s Perspective: Chapter 4 (one per student) Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
5 Tracing a Speaker s Argument: John Stossel DDT Opening Meeting Students Needs A. Engaging the Reader: Learning from Frightful's Perspective (10 minutes) Be sure students have their text, Frightful s Mountain. Invite students to join their triads and discuss their responses to the focus question from their homework, Learning from Frightful s Perspective: Chapter 3. Each student should share one physical and behavioral change of Drum, Lady, and Duchess. Remind students to discuss specific evidence from the text. Invite students to share words they added to the Words I Found Difficult section with their triad members. Group members should collaborate to determine the definition or meaning of the words and add definitions to the document. Circulate to observe students verbal and written responses. Make note of students who collaborate well with triad members, and those who may need more support in future activities. Check in with triads to make sure vocabulary words are defined. Where students have not determined meaning, encourage them to work together using context to determine meaning, or supply them with a resource material, such as a dictionary, to find the definition. Read aloud the focus question for Chapter 3: * Describe some of the physical and behavioral changes that happen with Drum, Lady, and Duchess as they become young peregrine falcons. Invite groups to share their responses with the whole class. Listen for: The eyases are becoming more dangerous. Lady and Drum lowered their bodies horizontally and charged Frightful. And: Drum had watched his parents eat and now dragged what was left under the overhang. Taking a bite in his beak, he swallowed it. He plucked another bite. Add peregrine falcon information to the Peregrine Falcon Facts anchor chart. Compliment students on building their knowledge of peregrine falcons. Remind students that when launching Frightful s Mountain, they read a quote by Rachel Carson: In nature nothing exists alone. As societies look at making changes, they continually need to be considering ways to balance human needs with needs of the natural world. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
6 Tracing a Speaker s Argument: John Stossel DDT Opening (continued) Share with students that in Frightful s Mountain they will be reading about Frightful s relationships. Tell them that in this activity and in future lessons, they will be thinking, talking, and writing about those relationships. These relationships are an example of interdependence within in the natural word, as well as between people and the natural world. Therefore, students should pay particular attention to these relationships while reading the novel. Ask students to divide into groups of four by counting off one through four. Invite numbered groups to spread out around the room (e.g., ones to one corner, twos another corner, etc.). Distribute a different quote from the novel to each student from the graphic organizer Frightful s Relationships: Excerpts from Chapter 3. Students should read the quote to group members and share the relationship the quote refers to and why the relationship is important. Model an example using this quote: Chup came home. He brought no food to the eyases. Duchess charged him, feathers lifted. He sat still and panted in the sun. His feathers were rumpled and he held his head low. Chup had not eaten for a day and a half. He was weak. The relationship is between Chup and the eyases. The eyases need a strong parent to feed them; they are dependent on Chup. Give students time to discuss. Invite students to begin discussing quotes in their groups. Circulate to encourage and support groups. After students have had time to discuss each quote, display quotes one at a time using a document camera. Cold call student groups to read the quote and share their responses about Frightful s relationships in the quote. After all the quotes have been shared and discussed, transition students back into triads. Ask students if there is anything they learned about peregrine falcons by looking closely at these relationships. If so, add these to the Peregrine Falcon Facts anchor chart. Give students specific positive feedback on their focused work with adding to their understanding of character relationships in Frightful s Mountain and building background knowledge on peregrine falcons. Meeting Students Needs Discussing and clarifying the language of learning targets helps build academic vocabulary. A glossary of academic vocabulary may be useful throughout the module. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
7 Tracing a Speaker s Argument: John Stossel DDT Opening (continued) B. Unpacking Learning Targets (3 minutes) Direct students attention to the learning targets for today s lesson. Remind students that learning targets are helpful tools in understanding their own learning Read aloud as students read along with today s targets: * I can identify the argument and specific claims in a video about DDT and I can evaluate the evidence used to support the argument and claims in a video about DDT. Ask students to identify important words in the learning targets. Draw a box around argument. Remind students that argument means to take a position on an idea. Ask students to discuss with their triads: * Did the author express a position on DDT in Welcome Back? Invite volunteers to share their thoughts. Listen for: The author feels DDT caused the peregrine population to decline. The author takes a position against DDT. Next, circle the word claim. Explain that a claim is a statement that can be questioned. It s not a fact. In Welcome Back, the author claimed DDT caused the peregrine falcon population to decline. Underline the word evidence in the target. Ask students: * What evidence did the author use to support the claim the peregrine falcon population declined? Give students time to discuss with their partner. Invite volunteers to share. Meeting Students Needs It may be helpful to think of examples of arguments, claims, and evidence students can relate to in their own lives. (Example: an argument could be I want a later curfew. ) Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
8 Tracing a Speaker s Argument: John Stossel DDT Work Time Meeting Students Needs A. Notice and Wonder: First Viewing of John Stossel DDT Video (10 minutes) Remind students that one of the issues of interdependence they will be thinking about while reading Frightful s Mountain is the use of the pesticide DDT. Tell students that, while many people have strong feelings about the use of DDT due to its effects on the environment, specifically on falcons like Frightful, there are multiple arguments in this debate. Tell students they will continue to build their understanding of how to identify an author s argument and find claims with supporting evidence. To practice, they will watch a John Stossel DDT video twice. Give basic background information without giving too much away. Mention that the video gives more information on the insecticide DDT and its use. John Stossel, an investigative journalist and reporter, and Richard Tren, author of Excellent Powder, detail how the DDT ban was a great victory for environmentalism. However, the ban has led to a multitude of deaths throughout the world. Distribute the Notice and Wonder graphic organizer. Ask students to record their notices and wonders as they listen to the video. Play the John Stossel DDT video once through. Invite students to share their notices and wonders with an elbow partner. After students have shared, ask the whole class: * What do you think was the message or purpose of John Stossel s DDT video? Listen for: John Stossel believes DDT saves lives. Remind students the purpose or general idea is the author s argument. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
9 Tracing a Speaker s Argument: John Stossel DDT Work Time (continued) Meeting Students Needs B. Tracing an Argument: Second Viewing of John Stossel DDT Video (15 minutes) Distribute the Tracing an Argument graphic organizer to each student. Tell students this graphic organizer provides a way to capture the argument, claims, and supporting evidence in an organized way. Read through the organizer with the students. Using a document camera, point out the area where students will write a claim and the area students will write supporting evidence. Model where to write the argument. Tell students that this time you will supply them with the argument so they know what kinds of claims and evidence they should be looking for. Post and allow time for students to write: John Stossel believes DDT should be used to save lives. Begin the video again, pausing at 1:10. Ask students to Think-Pair-Share: * What claim and supporting evidence was made about DDT? Pause and allow students time to discuss. Invite volunteers to share. Listen for: The claim is that DDT does not cause illness. Ask: * What is the evidence or reasons used to support this claim? Listen for: The evidence is that DDT did not cause illness, did not cause cancer, did not cause death. Model where to record the claim and evidence. Tell students once evidence is recorded, it is important to determine if there is sufficient evidence. Ask students: * Does this provide sufficient evidence for the claim? Explain to students that in this video, two pieces of evidence would be sufficient. Continue playing the video. Stop at 2:09. Invite students to Think-Pair-Share: * What was another claim John Stossel made about Rachel Carson s novel Silent Spring? Pause and allow students time to discuss. Invite volunteers to share. Listen for: A claim of John Stossel is that Rachel Carson s book Silent Spring is not fact or supported by sufficient evidence. Ask: * What is the evidence or reasons given to support this claim? Listen for: The evidence is that the video explains how the book suggests one woman got cancer but the woman got cancer two months after DDT was sprayed, real scientists laugh at the book, and real scientists don t write best-sellers. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
10 Tracing a Speaker s Argument: John Stossel DDT Work Time (continued) Meeting Students Needs Model where to record the claim and evidence. Again, ask students: * Is this sufficient evidence to support the claim? Listen for: Two pieces of evidence or two reasons is sufficient, and this claim would be sufficient. Applaud students for their focus, listening skills, and willingness to dive into difficult material. Remind them that future lessons provide an opportunity to continue practicing identifying an argument, finding claims, and supporting evidence. Closing and Assessment Meeting Students Needs A. Exit Ticket: Independently Identifying a Claim and Evidence (7 minutes), Tell students they are going to watch one more segment of the video, and this time their work serves as their exit ticket. Students will continue working on their same Tracing an Argument graphic organizer. Share that it is important to do their very best because the information provides an assessment of their understanding of the learning targets. Let them know they will be working independently to write the claim and supporting evidence. Begin the video stop it at 3:15. Ask students to work independently to write the claim and supporting evidence. Remind them to evaluate the claim. Look for students responses such as: Claim: DDT Is Excellent Powder. Evidence: In 1944, allies used DDT in the Pacific and Europe to fight malaria and typhus, all of the studies on DDT are weak and do not prove cause and effect, and there is no evidence to prove harm or breast cancer. As students work on the Tracing an Argument graphic organizer, it s important to circulate and provide encouragement. Finding a claim with supporting evidence is a difficult task. Offer support to students who may need prompting. Preview homework and reinforce/clarify the structured notes routine as needed. Remind students that they need to find evidence in the chapter to support their responses. Also, they should add to the Words I Found Difficult section. Homework Meeting Students Needs Read Chapter 4, The Wilderness Tests the Eyases. Complete Learning from Frightful s Perspective: Chapter 4. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
11 Grade 6: Module 4: Unit 1: Lesson 3 Supporting Materials This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.
12 Frightful s Relationships: Excerpts from Chapter 3 Name: Date: Directions for the teacher: Make a copy of this question set for each triad. Cut this into strips of individual excerpts. Place the excerpts in a basket or bowl. Frightful ate the rabbit while the eyases watched, twisting their heads from side to side and calling pseee when she swallowed (32). What relationship of Frightful s does this excerpt refer to? Why is this relationship important? Then he learned that she didn t like groundhogs. She had tried one and abandoned it to him. She also didn t like skunks or rats (35). What relationship of Frightful s does this excerpt refer to? Why is this relationship important? Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
13 Frightful s Relationships: Excerpts from Chapter 3 Frightful saw the food fall onto the blazing-star leaves and seedpods, then flew to a tall hemlock at the top of the cliff. Sitting among the lacy needles, the image of the one mountain among thousands, the one tree among millions (39). What relationship of Frightful s does this excerpt refer to? Why is this relationship important? Chup answered from above. He dove, scattered a flock of ducks, and brought one back to the aerie. He dropped it without slowing down, then flew over the cliff (42). What relationship of Frightful s does this excerpt refer to? Why is this relationship important? Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
14 Notice and Wonder John Stossel Video Name: Date: Notice Wonder Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
15 Tracing an Argument Name: Date: SL.6.3 I can outline a speaker s argument and specific claims. I can determine whether a speaker s argument is supported by reasons and evidence or not. Title of Article/Video: Author/Speaker: Author s Claim: Evidence to Support Claim: Is claim supported by sufficient evidence? Yes No Author s Claim: Evidence to Support Claim: Is claim supported by sufficient evidence? Yes No Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
16 Tracing an Argument Author s Claim: Evidence to Support Claim: Is claim supported by sufficient evidence? Yes No After identifying the claims and evidence presented by this author, what argument do you think she/he is making? Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
17 Tracing an Argument After evaluating the evidence that supports each claim, is the overall argument supported by sufficient evidence? Explain why or why not. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
18 Name: Date: Learning from Frightful s Perspective: Chapter 4 Chapter 4: The Wilderness Tests the Eyases Words I Found Difficult: Glossary: instinct noun: a natural ability or inclination juvenile adjective: showing incomplete development; immature, childish pilgrimage noun: a journey Focus Question: Peregrine falcons use their instincts to know when they should migrate south. What signs in nature signal the falcon that it is time to migrate? Use evidence from the text to support your thoughts. Include the page number(s) where you found your evidence. Signs that It Is Time to Migrate My Thoughts: Evidence from the Text: Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G6:M4:U1:L3 June
Grade 6: Module 4: Unit 1: Overview
Grade 6: Module 4: Unit 1: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationGrade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting
Grade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationGrade 6: Module 1: Unit 2: Lesson 5 Building Vocabulary: Working with Words about the Key Elements of Mythology
Grade 6: Module 1: Unit 2: Lesson 5 about the Key Elements of Mythology This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationGrade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro
Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationGrade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain
Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationGrade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationGrade 6: Module 3B: Unit 2: Overview
Grade 6: Module 3B: Unit 2: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationGrade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1
Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationGrade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen?
Grade 4: Module 2A: Unit 1: Lesson 3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationGrade 5: Module 3A: Overview
Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationGrade 7: Unit 2 Overview
Grade 7: Unit 2 Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
More informationLongman English Interactive
Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationMongoose On The Loose/ Larry Luxner/ Created by SAP District
Unit 2 /Week 2 Title: Mongoose on the Loose Suggested Time: 3 days (45 minutes per day) Common Core ELA Standards: RI.7.1, RI.7.2, RI.7.3; W.7.2, W.7.4, W.7.7, W.7.8, W.7.9; SL.7.1, SL.7.3, SL.7.4, SL.7.5;
More information9.2.2 Lesson 5. Introduction. Standards D R A F T
9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More informationbeen each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:
TASK #1 Fry Words 1-100 been each called down about first TASK #2 Fry Words 1-100 get other long people number into TASK #3 Fry Words 1-100 could part more find now her TASK #4 Fry Words 1-100 for write
More informationCommon Core Curriculum Map For Sociology
Map For Sociology Free PDF ebook Download: Map For Sociology Download or Read Online ebook common core curriculum map for sociology in PDF Format From The Best User Guide Database and how the might influence
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationIN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.
6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations
More informationAbout this unit. Lesson one
Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More information5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels
5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationAdaptations and Survival: The Story of the Peppered Moth
Adaptations and Survival: The Story of the Peppered Moth Teacher: Rachel Card Subject Areas: Science/ELA Grade Level: Fourth Unit Title: Animal Adaptations Lesson Title: Adaptations and Survival: The Story
More informationThinking Maps for Organizing Thinking
Ann Delores Sean Thinking Maps for Organizing Thinking Roosevelt High School Students and Teachers share their reflections on the use of Thinking Maps in Social Studies and other Disciplines Students Sean:
More informationVirtually Anywhere Episodes 1 and 2. Teacher s Notes
Virtually Anywhere Episodes 1 and 2 Geeta and Paul are final year Archaeology students who don t get along very well. They are working together on their final piece of coursework, and while arguing over
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationUnit 14 Dangerous animals
Unit 14 Dangerous About this unit In this unit, the pupils will look at some wild living in Africa at how to keep safe from them, at the sounds they make and at their natural habitats. The unit links with
More informationSupporting English Learners with Close Reading How Can We Help ELLs Access and Produce Complex Text?
Supporting English Learners with Close Reading How Can We Help ELLs Access and Produce Complex Text? NCSU ESL Symposium Raleigh, North Carolina May 20, 2017 Presenter: Heidi Goertzen American Institutes
More informationLITPLAN TEACHER PACK for The Indian in the Cupboard
TEACHER S PET PUBLICATIONS LITPLAN TEACHER PACK for The Indian in the Cupboard based on the book by Lynne Reid Banks Written by Debra Lemieux 2008 Teacher s Pet Publications All Rights Reserved ISBN 978-1-60249-090-1
More informationExtended Common Core Social Studies Lesson Plan Template
Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade
More informationFaculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY
Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums
More informationInternational Examinations. IGCSE English as a Second Language Teacher s book. Second edition Peter Lucantoni and Lydia Kellas
International Examinations IGCSE English as a Second Language Teacher s book Second edition Peter Lucantoni and Lydia Kellas To Costas Djapouras, without whose help and support this book would never have
More informationUnderstanding Fair Trade
Prepared by Vanessa Ibarra Vanessa.Ibarra2@unt.edu June 26, 2014 This material was produced for Excellence in Curricula and Experiential Learning (EXCEL) Program, which is funded through UNT Sustainability.
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationFollowing Directions. Table of Contents
Following Directions Following directions is a life skill. Everyone needs to be able to follow directions and to give directions. The ideas in this resource book focus on helping young learners to: listen
More informationInteractive Whiteboard
50 Graphic Organizers for the Interactive Whiteboard Whiteboard-ready graphic organizers for reading, writing, math, and more to make learning engaging and interactive by Jennifer Jacobson & Dottie Raymer
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationDanielle Dodge and Paula Barnick first
Co-Teaching ELLs: Riding a Tandem Bike Content-area teachers and ESL teachers can address the needs of English language learners with a collaborative instructional cycle that starts with co-planning. Andrea
More informationSummarize The Main Ideas In Nonfiction Text
Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database
More informationUDL AND LANGUAGE ARTS LESSON OVERVIEW
UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationAn NWO Hands-On STEM Activity Mathematics and Language Arts with The Mitten by Jan Brett
An NWO Hands-On STEM Activity Mathematics and Language Arts with The Mitten by Jan Brett Suggested Grade Levels: prek-3 Standards Alignment: Geometry K, 1, & 2. Measurement and Data K, 1, 2, & 3 Materials:
More informationThe lasting impact of the Great Depression
The lasting impact of the Great Depression COMMENTARY AND SIDEBAR NOTES BY L. MAREN WOOD, Interview with, November 30, 2000. Interview K-0249. Southern Oral History Program Collection, UNC Libraries. As
More informationWorkshop 5 Teaching Writing as a Process
Workshop 5 Teaching Writing as a Process In this session, you will investigate and apply research-based principles on writing instruction in early literacy. Learning Goals At the end of this session, you
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationrat tail Overview: Suggestions for using the Macmillan Dictionary BuzzWord article on rat tail and the associated worksheet.
TEACHER S NOTES Overview: Suggestions for using the Macmillan Dictionary BuzzWord article on and the associated worksheet. Total time for worksheet activities: 45 minutes Suggested level: Upper intermediate
More information#MySHX400 in Your Classroom TEACHING MODULE What s your Shakespeare story?
#MySHX400 in Your Classroom TEACHING MODULE What s your Shakespeare story? WHY ARE WE DOING THIS? Context: 2016 marks the 400 th anniversary of Shakespeare s death. The world is commemorating his legacy
More informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationAppendix L: Online Testing Highlights and Script
Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes step-by-step directions,
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationFunction Tables With The Magic Function Machine
Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within
More informationExtending Learning Across Time & Space: The Power of Generalization
Extending Learning: The Power of Generalization 1 Extending Learning Across Time & Space: The Power of Generalization Teachers have every right to celebrate when they finally succeed in teaching struggling
More informationleading people through change
leading people through change Facilitator Guide Patricia Zigarmi Judd Hoekstra Ken Blanchard Authors Patricia Zigarmi Judd Hoekstra Ken Blanchard Product Developer Kim King Art Director Beverly Haney Proofreaders
More informationSTUDENT PERCEPTION SURVEYS ACTIONABLE STUDENT FEEDBACK PROMOTING EXCELLENCE IN TEACHING AND LEARNING
1 STUDENT PERCEPTION SURVEYS ACTIONABLE STUDENT FEEDBACK PROMOTING EXCELLENCE IN TEACHING AND LEARNING Presentation to STLE Grantees: December 20, 2013 Information Recorded on: December 26, 2013 Please
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationModern Fantasy CTY Course Syllabus
Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and
More informationLesson Plan: Uncle Tom s Cabin
StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationIntroduction to Moodle
Center for Excellence in Teaching and Learning Mr. Philip Daoud Introduction to Moodle Beginner s guide Center for Excellence in Teaching and Learning / Teaching Resource This manual is part of a serious
More informationP a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1
P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,
More informationRETURNING TEACHER REQUIRED TRAINING MODULE YE TRANSCRIPT
RETURNING TEACHER REQUIRED TRAINING MODULE YE Slide 1. The Dynamic Learning Maps Alternate Assessments are designed to measure what students with significant cognitive disabilities know and can do in relation
More informationWhat s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1
COMMUNICATION TOOLBOX Lisa Hunter, LSW, and Jane R. Shaw, DVM, PhD www.argusinstitute.colostate.edu What s in Your Communication Toolbox? Throughout this communication series, we have built a toolbox of
More informationUnpacking a Standard: Making Dinner with Student Differences in Mind
Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards
More informationRecording Form. Part One: Oral Reading. Recording Form. Snake Myths Level O Nonfiction
Student Grade _ Date Teacher School Part One: Oral Reading Place the book in front of the student. Read the title and introduction. Introduction: People tell myths, or stories that might not be true, about
More informationSpecial Educational Needs Assessment for Learning. Phil Dexter, British Council, Teacher Development Adviser
Special Educational Needs Assessment for Learning Phil Dexter, British Council, Teacher Development Adviser Working towards achievement for all Inclusive practices Quality teaching & learning SEN Interventions
More informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationOutreach Connect User Manual
Outreach Connect A Product of CAA Software, Inc. Outreach Connect User Manual Church Growth Strategies Through Sunday School, Care Groups, & Outreach Involving Members, Guests, & Prospects PREPARED FOR:
More informationThe suffix -able means "able to be." Adding the suffix -able to verbs turns the verbs into adjectives. chewable enjoyable
Lesson 3 Suffix -able The suffix -able means "able to be." Adding the suffix -able to verbs turns the verbs into adjectives. noticeable acceptable chewable enjoyable foldable honorable breakable adorable
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationLITERACY-6 ESSENTIAL UNIT 1 (E01)
LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level A Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 25 Characteristics of the
More informationGlobalization and the Columbian Exchange
Globalization and the Columbian Exchange Created by: Meagan McCoy Central Lee School District Grade Level (Req.): 8th grade Connections to Other Disciplines (Opt.): Time Frame (Req.): 1 or 2 class periods
More informationAnalyzing Linguistically Appropriate IEP Goals in Dual Language Programs
Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description
More informationEffective Instruction for Struggling Readers
Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:
More informationBuilding Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students
Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students Procedure The teaching procedure used in this study was based on John Munro
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationRichardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010
1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include
More informationmyperspectives 2017 Click Path to Success myperspectives 2017 Virtual Activation Click Path
myperspectives 2017 Click Path to Success Click Path Overview Sign in to PearsonRealize.com. Click Sign In. Click to Discover Note that you can also use helpful resources on the PearsonRealize.com home
More informationFUNCTIONAL BEHAVIOR ASSESSMENT
FUNCTIONAL BEHAVIOR ASSESSMENT Student Name: School: Grade: Date completed: Participants in developing plan: School Administrator: Parent/Guardian: General Education Teacher: Behavioral Consultant: School
More information